Performance Task (Summary in G.R.A.S.P.S. form): (T)
Goal: To create a documentary about the Holocaust through the eyes of those who lived it.
Role: A fictional character or real character that lived during the Holocaust, lending pits and pieces of their story to the documentary.
Audience: Ken Burns and documentary viewers
Situation: Ken Burns is having a competition for best Holocaust documentary and you are submitting a film.
Product/Presentation: A short documentary based on completed timeline with character voice overs and real and/or re-enacted footage using iMoive
Standards (criteria from both rubrics): historical accuracy, participation, role, knowledge gained, props/costume, representation, organization, clarity, engaging, reflection.
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence (OE)
• Make a timelineof important dates during the Holocaust (i.e Kristallnacht, Nuremberg Decrees, Babi Yar, dates of massive deportations, first gassing, Warsaw Uprising, liberation, etc) as the unit progresses (adding events as they are introduced) to be completed by the end of the unit.
• Test: Holocaust events and people
• Create a visual aid to represent a scene, theme, idea, or character from the Diary of Anne Frank, Night, Speak You Also, Seed of Sarah or other readings approved by the teacher.
Student Self-Assessment and Reflection
Self-Assessment (SA)
• Check timeline with other students while working on performance task.
• Reflect: (writing prompt for article blog or for presentation) "Should justice be served for Holocaust victims and survivors?"
• Blogging: Students will blog twice for one assignment. Once to show their work and a second time to comment on their blogs as well as others.
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (MLR)
•b. Analyze and critique major historical eras,
major enduring themes, turning points, events,
consequences and people in the United States
and world and the implications for the present
and future.
• The Holocaust was a chaotic and distrubing time in world history.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Idea
Big Idea
• historical knowledge
• the Holocaust
Through what authentic performance task will students demonstrate understandings?
Task Description:(T)
Famous documentary maker, Ken Burns, is holding a contest to see who can make the best documentary about the Holocaust. The film that wins will be featured in an exhibit in the United States Holocaust Memorial Museum. Since your class is studying the Holocaust, you suggest submitting a film. Each student will create a fictional character, or a real character who lived during the Holocaust. One person may decide to be Anne Frank or Primo Levi. Using the timeline made in class as a guide, each student will pick an event to research. The next step will be for each student to make a 1-3 minute "slide" about their event, in the role of their character (for example, one student might describe the massacre of Babi Yar in 1941 through the eyes of someone that died there), using iMovie. Then all of the slides will be put together in order like a completed timeline, in turn making it a complete documentary on the Holocaust! When the film is finished the class will present it to Ken Burns for a chance to be featured in a museum visited by millions each year!
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
• a complete and accurate documentary
using iMovie
• role of each student in documentary and its making
By what criteria will student products/performances be evaluated?
Table of Contents
Stage 2: Determine Acceptable Evidence.
Role: A fictional character or real character that lived during the Holocaust, lending pits and pieces of their story to the documentary.
Audience: Ken Burns and documentary viewers
Situation: Ken Burns is having a competition for best Holocaust documentary and you are submitting a film.
Product/Presentation: A short documentary based on completed timeline with character voice overs and real and/or re-enacted footage using iMoive
Standards (criteria from both rubrics): historical accuracy, participation, role, knowledge gained, props/costume, representation, organization, clarity, engaging, reflection.
• Test: Holocaust events and people
• Create a visual aid to represent a scene, theme, idea, or character from the Diary of Anne Frank, Night, Speak You Also, Seed of Sarah or other readings approved by the teacher.
• Reflect: (writing prompt for article blog or for presentation) "Should justice be served for Holocaust victims and survivors?"
• Blogging: Students will blog twice for one assignment. Once to show their work and a second time to comment on their blogs as well as others.
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
major enduring themes, turning points, events,
consequences and people in the United States
and world and the implications for the present
and future.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
What student products/performances will provide evidence of desired understandings?
using iMovie
By what criteria will student products/performances be evaluated?
• Organization
• Clarity
• Engaging
• Reflective
• Participation
• Role
• Knowledge Gained
• Prop/Costume